EMS Faculty: Blended Learning Arrangements [planning & design prior and during Covid-19 pandemic/national lockdown]
Monday, March 29, 2021
A number of 266 online environments have been created for the 2020 academic year. Lecturers across the various departments within the EMS Faculty engaged in blended activities to
supplement their learning-and-teaching. The iKamva platform was used to conduct online lectures and tutorials.
Scaffolded Lessons (slides, readings and multimedia resources) aligned to outcomes & weekly checklists
Lesson topics were scaffolded into sections related to specific learning content, chapters and themes accordingly. Learning outcomes were provided at the start of each section, in order for students to familiarise themselves with the required objectives. This was supplemented with a checklist which students could use to monitor their progress for the activities in each section. Multimedia resources such as YouTube Videos, reading material, and lecture slides, were embedded within each section.
Structured Course Resources
A lecturer within the Extended Curriculum Programme (ECP) which focuses on the discipline of Financial Management and Business Analysis has structured specific learning materials using the ‘Course Resources tool’ effectively. These structured resources included: recorded video lectures, audio- recordings, lecture presentations and feedback to specific tutorial tasks.
Assessments aligned to weekly topics & activities
Both formative and summative assessments were structured within the Tests and Quizzes as well as the Assignments eTools within iKamva. Students are therefore allowed to submit their work remotely and enable immediate tracking of non-submissions. Major assignments were checked for originality using iKamva’s Turnitin integration. Weekly assignments were set up for student submission and constructive feedback was provided. Lecturers have created weekly tests and quiz assessment activities within their respective modules for their students (part-time blended approach and fully online students). The specific tests were aligned to the learning content that they engaged in for the specific week.
Creation of Question Pools for Formative and Summative Assessment
An Industrial Psychology module was structured according to weekly lessons and topics related to the learning content. Once students navigated the learning content they were expected to complete formative assessments to test their learning and competence. The specific semester test was structured in two parts which allowed the two student groups to work with two different data sets. The lecturer also created question pools and sub-pools, which were set up in advance and imported into the relevant assessment. Students were allowed to view the memo only after the tests were completed, in order to identify gaps in knowledge and review accordingly.
Contact CIECT to assist with the development of your interactive online environment.
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